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ERIC Number: EJ1004752
Record Type: Journal
Publication Date: 2013
Pages: 24
Abstractor: As Provided
ISSN: ISSN-0270-2711
Behavioral Problems and Reading Difficulties among Language Minority and Monolingual Urban Elementary School Students
Pierce, Margaret E.; Wechsler-Zimring, Adrianna; Noam, Gil; Wolf, Maryanne; Katzir, Tami
Reading Psychology, v34 n2 p182-205 2013
This study examined the potentially compounding effect of language minority (LM) status on problem behaviors among urban second and third grade-level poor readers. Univariate analyses showed that a disproportionate percentage of both LM and English monolingual (L1) poor readers already displayed clinically significant levels of anxiety, social problems, and oppositional behaviors in the classroom. Analyses of variance, however, demonstrated that LM status was not an additive risk factor for reading difficulties, behavior problems, or lowered self-concept in this sample. No differences were observed between LM and L1 students on a wide range of reading measures, on their teachers' ratings of internalizing and externalizing problem behaviors in the classroom, or on self-ratings of self-efficacy and social competence. Implications for intervention for all urban students with reading difficulties are discussed. (Contains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A